A Bounty of On-Line Activities for Language and Literacy Development
Thursday, October 18, 2007 3:30 pm - 4:30 pm
Ahoy mates! The pirates are back with a bounty of simple, fun, and free computer activities. Last year's popular session highlighted a myriad of Internet-based activities intended to promote language development. This year, our treasures include a collection of new favorite Internet links emphasizing language and literacy development, complemented by interactive demonstration of off-computer activities. Throw worksheets and drill-and-practice exercises overboard and set sail for a treasure hunt of flexible, engaging activities hidden all over the Internet.
Christine Appert, Educational Consultant, University of Virginia Children's Hospital, Charlottesville, VA .
Paula Cochran, Professor, Dept. of Communication Disorders, Truman State University, Kirksville, MO .
A Bounty of Online Activities for Language and Literacy Development
Paula S. Cochran, Ph.D., CCC-SLP
Truman State University
Kirksville MO
cccslp.truman.edu paula@truman.edu
Christine L. Appert, Ed.D., ATP
University of Virginia Children’s Hospital
Charlottesville VA chrisa@virginia.edu
Online handout for a presentation for the annual Closing the Gap 25th Annual Conference,
October 2007
SUMMARY: Ahoy mates! The pirates are back with a bounty of simple, fun, and free computer activities. Last year’s popular session highlighted a myriad of Internet-based activities intended to promote language development. This year our treasures include a collection of new favorite Internet links emphasizing language and literacy development and complemented by interactive demonstration of off-computer activities. Throw worksheets and drill-and-practice exercises overboard and set sail for a treasure hunt of flexible, engaging activities hidden all over the Internet.
LEARNING OUTCOMES:
As a result of this presentation, participants will be able to:
1. Identify the difference between drill and practice activities and learner-based activities for language development;
2. Give 3 examples of free learner-based language activities available on the Internet;
3. List 3 sources for information about online speech, language, and literacy activities;
4. Describe the use of off-computer activities to extend learning.
Session Overview:
Participants will be treated to a treasure trove of free, quick, and appealing computer activities. These Internet “finds” help clinicians and teachers meet individual objectives and motivate youngsters with flexible learner-based experiences. This session will familiarize participants with the desirable features of learner-centered software (e.g., flexible outcomes, easy control, meaningful context), compared to drill-and practice characteristics (e.g., discrete objectives, rigid response criteria). Interactive and engaging off-computer materials will illustrate the importance of promoting concrete learning and encouraging concept generalization.
Cochran and Appert (Cochran, 2005) have extensively described the notion of using the computer as a context for conversation with young children, school-aged children, and adults. This way of using the computer facilitates oral language development and conversation skills, not just comprehension (the focus of most computer-assisted instruction).
During this session, discussion will distinguish between using the computer as an instructor (drill and practice) and as a context for conversation. For example, language and vocabulary activities based on a neighborhood and community helpers theme can fulfill curriculum and therapy goals for children in pre-school and early grades. Using the computer as a context for conversation, the child and conversation partner might build a house together, with Daisy Duck (http://disney.go.com/characters/mickey/html/zone/concrew.html) or explore and talk about the rooms in Dora’s house (http://www.nickjr.com/playtime/cats/games/top5/dora_casasite.jhtml). These activities and the way they are used between conversational partners (“Do you want a window or a door?” “What’s missing?” “Let’s go to the garden”) are very different than most drill-and-practice software. In contrast, drill-and-practice tends to be used individually and stresses more receptive than expressive skills (e.g., “click on the door,” “point to the kitchen,” “which one is the fire station?).
Throughout the session, interactive demonstration will involve participants in the benefits and fun of addressing early and advanced language skills with on- and off-computer experiences. We will feature the best examples of cost-free Internet resources and highlight practical ways to implement the activities in therapy and instruction. A companion website (http://cccslp.truman.edu/resources/OnlineActivities.html) includes links to facilitate follow-up use by conference participants.
Reference:
Cochran, P.S. (2005). Clinical computing competency for speech-language pathologists. Baltimore, MD: Paul H. Brookes.
Online Activities that Facilitate Conversation
with Preschoolers and School-Aged Children*
The activities below are singled out because they have many characteristics of learner-based software. They leave the direction of the activity and the focus of the speech or language goal up to me, as a partner in the conversation with the child. The activities provide an interesting, interactive context for our communication. Preschool Activities: Community People, Places and Things Theme
Build a neighborhood (Mr. Roger’s site). Choose from farm, town/street, construction site or magical castle themes. Move "stickers" around the screen -- great for spatial concepts practice.
Help Lego people find the things t hey need around the house before time runs out. It could be used for narrating what characters are doing or might do next. The program does not have distracting music or speech. However, the clock is ticking so it’s a timed task. –There is no way to pause for talking about what is happening. Lots of AGENT + ACTION + OBJECT opportunities (e.g., He is reading a book; She is making cookies)
Community helpers listed on the website include: astronaut, baker, farmer, firefighter, fisherman, letter carrier, pilot, police, and teacher. Some of the activities suggest crafts or games with variable usefulness, and some include printable worksheets or templates for projects.
Photos of community workers accompanied by short recorded sentences designed for early readers. Text can be read with or without audio support. Each community helper tells about what they do at work in a story 4-5 pictures long, followed by a brief multiple choice quiz (fire fighter, police officer, utility worker, etc).
Disney's Pirates of the Caribbean 2 official movie site -- to access games, choose Menu on upper left after the opening fanfare. Includes Talk Like A Pirate. Preview these! Some games may not be appropriate for your child. (demonstrated at Closing the Gap conference)
Choose elements to fill in the sentence frame, using pre-made animation clips. Example: "Edgar laughs in the backyard holding a letter." Plan, arrange, and save your own "movies" and rate the movies made by others (this is wonderful!)
This website presents a series of photos illustrating everyday life in a village in India,. Prompts are provided for brief writing or discussion focusing on comparing and contrasting life in India with life in the U.S. There are some British English conventions (e.g., whilst :-) The content seems appropriate for upper elementary and middle school level students.
A free online template for making “books” that include universal design features. You fill in template components (text, graphics) and the Book Builder generates the code that makes your book fit the template and be available for online use, downloadable for off-line computer use, or printed. A bit clumsy for making a book in real time WITH a young child, but it has much potential for creating appropriate materials FOR children with all special needs.
Thanks to Christine Appert for her contributions to this list!
Print Resources/References**
Cochran, P.S. (2005). Clinical computing competency for speech-language pathologists. Baltimore, MD: Paul H. Brookes. ||
Paula Cochran, Professor, Dept. of Communication Disorders, Truman State University, Kirksville, MO .
A Bounty of Online Activities for Language and Literacy Development
Paula S. Cochran, Ph.D., CCC-SLP
Truman State University
Kirksville MO
cccslp.truman.edu
paula@truman.edu
Christine L. Appert, Ed.D., ATP
University of Virginia Children’s Hospital
Charlottesville VA
chrisa@virginia.edu
Online handout for a presentation for the annual Closing the Gap 25th Annual Conference,
October 2007
SUMMARY: Ahoy mates! The pirates are back with a bounty of simple, fun, and free computer activities. Last year’s popular session highlighted a myriad of Internet-based activities intended to promote language development. This year our treasures include a collection of new favorite Internet links emphasizing language and literacy development and complemented by interactive demonstration of off-computer activities. Throw worksheets and drill-and-practice exercises overboard and set sail for a treasure hunt of flexible, engaging activities hidden all over the Internet.
LEARNING OUTCOMES:
As a result of this presentation, participants will be able to:
1. Identify the difference between drill and practice activities and learner-based activities for language development;
2. Give 3 examples of free learner-based language activities available on the Internet;
3. List 3 sources for information about online speech, language, and literacy activities;
4. Describe the use of off-computer activities to extend learning.
Session Overview:
Participants will be treated to a treasure trove of free, quick, and appealing computer activities. These Internet “finds” help clinicians and teachers meet individual objectives and motivate youngsters with flexible learner-based experiences. This session will familiarize participants with the desirable features of learner-centered software (e.g., flexible outcomes, easy control, meaningful context), compared to drill-and practice characteristics (e.g., discrete objectives, rigid response criteria). Interactive and engaging off-computer materials will illustrate the importance of promoting concrete learning and encouraging concept generalization.
Cochran and Appert (Cochran, 2005) have extensively described the notion of using the computer as a context for conversation with young children, school-aged children, and adults. This way of using the computer facilitates oral language development and conversation skills, not just comprehension (the focus of most computer-assisted instruction).
During this session, discussion will distinguish between using the computer as an instructor (drill and practice) and as a context for conversation. For example, language and vocabulary activities based on a neighborhood and community helpers theme can fulfill curriculum and therapy goals for children in pre-school and early grades. Using the computer as a context for conversation, the child and conversation partner might build a house together, with Daisy Duck (http://disney.go.com/characters/mickey/html/zone/concrew.html) or explore and talk about the rooms in Dora’s house (http://www.nickjr.com/playtime/cats/games/top5/dora_casasite.jhtml). These activities and the way they are used between conversational partners (“Do you want a window or a door?” “What’s missing?” “Let’s go to the garden”) are very different than most drill-and-practice software. In contrast, drill-and-practice tends to be used individually and stresses more receptive than expressive skills (e.g., “click on the door,” “point to the kitchen,” “which one is the fire station?).
Throughout the session, interactive demonstration will involve participants in the benefits and fun of addressing early and advanced language skills with on- and off-computer experiences. We will feature the best examples of cost-free Internet resources and highlight practical ways to implement the activities in therapy and instruction. A companion website (http://cccslp.truman.edu/resources/OnlineActivities.html) includes links to facilitate follow-up use by conference participants.
Reference:
Cochran, P.S. (2005). Clinical computing competency for speech-language pathologists. Baltimore, MD: Paul H. Brookes.
with Preschoolers and School-Aged Children*
The activities below are singled out because they have many characteristics of learner-based software. They leave the direction of the activity and the focus of the speech or language goal up to me, as a partner in the conversation with the child. The activities provide an interesting, interactive context for our communication.
Preschool Activities: Community People, Places and Things Theme
(My Little Pony)
with School-Aged Children -- Community/Home Theme
- Thanks to Christine Appert for her contributions to this list!
Print Resources/References**TRUMAN STATE UNIVERSITY / CMDS / ASHA